Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 18/02/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides a warm and welcoming learning environment which ensures children are happy, enjoy what they are doing and talk and play with adults and each other.  Children behave well. This is because the childminder and her assistant provide good role models and make their expectations clear.  The childminder and her assistant recognise and enjoy children's success with them which helps to develop their confidence and self-esteem.

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It is not yet good because

 The childminder gains insufficient information with regard to children's starting points. Therefore, activities planned do not provide sufficient differentiation to help all children make the best progress because there is too little account of what each child already knows and can do.  Risk assessments are not fully effective in identifying all hazards children may come into contact with. As a result, children's safety is not always well supported.  Opportunities to encourage older children to count beyond 10 in everyday play based activities are not fully explored.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children's activities and the areas of the home that they have access to.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector viewed and discussed with the childminder regulatory documentation regarding children's details, and a sample of policies, risk assessments and safety procedures.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her mother in a house in the Fawdon area of Newcastle upon Tyne. The whole of the ground floor, three bedrooms on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from two local schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 7pm, Monday to Friday. She is a member of the National Childminding Association.

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must:

 improve risk assessments to ensure they are fully effective and identify all hazards which may arise for the children, with particular reference to the radiator in the living room  improve the planning of challenging learning experiences by observing and assessing each child's starting points and use information about individual needs and interests more effectively to support children's progress towards the early learning goals.

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To further improve the quality of the early years provision the provider should:

 extend older children's mathematical understanding by encouraging them to count beyond 10 in everyday play activities.

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who attend

The childminder provides a suitable range of activities and experiences for the children in her care. She has sound understanding of how children learn and uses the Early Years Foundation Stage framework reasonably well to support her practice. She works alongside an assistant who supports her to provide a sound environment with age-appropriate toys, games and equipment. Children are able to select resources from accessible storage units which helps develop their independent skills. For example, children know where to find a set of toy cups when the childminder asks for 'a cup of tea'. The childminder and her assistant sit alongside children as they play on the floor and praise their efforts, which helps develop their confidence and self-esteem. They support children's confidence with new words and phrases and encourage children to learn together and from each other. Children's development in all areas of learning is further enhanced when they visit the

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who attend

local children's centre and access an appropriate range of activities.

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who attend

The childminder has recently started to make observations of children and is developing individual books for each child in her care. She is beginning to analyse this information and identify next steps in learning. However, she has not obtained sufficient information with regard to starting points for children she has been looking after for longer periods of time. This means the childminder does not have an accurate assessment of children's prior skills, knowledge and understanding on entry. As a result, activities planned do not provide sufficient differentiation to help all children make the best progress because there is too little account of what each child already knows and can do. The childminder is beginning to share assessment information with parents and supports their understanding of the Early Years Foundation Stage framework. This ensures parents are kept reasonably well informed about their child's progress.

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who attend

The childminder and her assistant support children to name everyday shapes as they play, therefore, they use words such as 'square' and 'circle' when they pick up various objects. Children are encouraged to use the vocabulary involved in adding and subtracting and enjoy calculating how many more boxes of food they will have if 'one more' is added. However, older children are not always provided with opportunities to enhance their mathematical skills. For example, encouraging children to count beyond 10 in everyday practical activities. Opportunities are provided for children to extend their expressive language skills. For example, the childminder and her assistant talk about changes happening over time when children complete jigsaws about caterpillars and butterflies. Very young children are encouraged to imitate words and sounds and they enjoy the praise they receive when they 'roar' like a lion. Consequently, children enjoy babbling and

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who attend

increasingly experiment using new sounds and words. Older children develop concentration and attention skills when they listen to stories read aloud. They talk about events happening and answer questions about the text. As a result, children are provided with sufficient opportunities to develop the key skills they need for the next steps in their learning, including those required when they attend school.

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The contribution of the early years provision to the well-being of children

The childminder provides a warm, welcoming home for children. She is sensitive to their individual needs; for example, providing cuddles and verbal reassurance when they are tired. Children show how content and settled they are when they fall asleep. The childminder considers and manages the introduction of new children and settling-in procedures well. Parents and carers are encouraged to make a number of visits with their child to prepare them for the transition. This ensures children feel secure in the childminder's care and individual needs are met. Children have access to a suitable range of toys, resources and equipment in the indoor environment. There are plans in place to develop the outdoor environment to provide opportunities for children to further enhance their all-round development.

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The contribution of the early years provision to the well-being of children

The childminder and her assistant provide appropriate guidance for children about what is acceptable behaviour. Children are supported in developing positive relationships as negative comments towards their peers are challenged. As a result, children's behaviour is generally good and the childminder describes how children can take turns and share equipment well.

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The contribution of the early years provision to the well-being of children

The childminder provides children with fresh, healthy and nutritious food and encourages children to drink water throughout the day. Very young children are introduced to new tastes and textures as they are weaned; the childminder works alongside parents to ensure dietary and cultural needs are well met. Children develop an understanding of the need for physical exercise when they make regular visits to the park and use other facilities in the local children's centre. The childminder talks to children about the importance of holding hands and looking both ways when crossing roads and using large play equipment. As a result, children learn about the need for safety and consider and manage some risks as they play.

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provision

The childminder has policies and procedures in place to help ensure children are safeguarded. She has attended recent training on safeguarding and knows who to contact if she has concerns about a child. The childminder carries out ongoing risk assessments within the home to ensure hazards are reduced. However, these are not consistently effective in identifying all hazards children may come into contact with. On the day of the inspection, the radiator in the living room was too hot and the childminder was unaware of this. As a result, children are not always fully protected and kept safe at all times. Paediatric first aid qualifications are in place and the childminder keeps written records of medication administered and accidents occurring whilst children are in her care. Daily checks ensure all stair gates and doors are secure. Areas for improvement identified during the registration visit have been addressed. For example, the front door is now clear

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provision

of obstruction and objects have been relocated.

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provision

The childminder reflects upon the service she provides and has an awareness of the strengths of her practice. She talks about what is working well, is committed to further developing the service she provides and has identified priorities for improvements that will support children's learning and development further. For example, she is developing the outdoor garden to help children explore and consider nature and how things grow. The childminder gathers the views of parents, her assistant and uses children's interests, thoughts and ideas to inform her practice and plan improvements. This helps to ensure there is a good drive for making changes that are targeted at raising children's levels of achievement.

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provision

The childminder demonstrates satisfactory knowledge of the Early Years Foundation Stage and has updated her knowledge of the recent revisions to the framework. She provides a programme of activities, experiences and opportunities that will help all children make progress towards the early learning goals. However, they lack challenge, due to insufficient information gathered on entry to the setting. The childminder works well with parents. She shares information on a regular basis regarding children's welfare, learning and development. As a result, children's cognitive, social and emotional needs are well met. There are established links with local schools and there is ongoing dialogue between the childminder and school teachers. For example, children have books containing focus areas for development. This means the childminder offers complementary support that enhances children's learning and development both within her service and at school. The

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provision

childminder has good links with the local children's centre and attends a wide variety of activities provided. She effectively uses health professionals within the centre to obtain additional information to meet children's needs and sign post parents to additional services if required.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that all necessary measures are taken to minimise any identified risks (Suitability and Safety of Premises and Equipment)  ensure that all necessary measures are taken to minimise any identified risks. (Suitability and Safety of Premises and Equipment)

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY411886 Local authority Newcastle Inspection number 667997 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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